Integrating listening and reading instruction in EAP programs

English for Specific Purposes

Volumn 15, Issue 2, 1996, Pages 105-120

  Murphy, John M ^a  

^a GEORGIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039471575     PISSN: 08894906     EISSN: None     Source Type: Journal    
DOI: 10.1016/0889-4906(96)00019-1     Document Type: Article

References (62)

1. Abrams, H., Leon. (1987). Inquiry into anthropology. New York: Globe Book Co.
2. Anthony, H. M., & Raphael, T. E. (1989). Using questioning strategies to promote students' active comprehension of content area material. In D. Lapp, J. Flood, & N. Farnan (Eds), Content area reading and learning: Instructional Strategies (pp. 244-257). Englewood Cliffs, NJ: Prentice-Hall.
3. Beglar, D., & Murray, N. (1993). Contemporary topics: Advanced listening comprehension. White Plains, NY: Longman.
4. Benson, M. (1989). The academic listening task: A case study. TESOL Quarterly. 23(3), 421-445.
5. Benson, M. (1994). Lecture listening in an ethnographic perspective. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 181-198). New York: Cambridge University Press.
6. Bereday, G. (1983). Comments on the European and American lecture systems. In A. Mason (Ed.) Understanding academic lectures (pp. 43-52; audio tape #6). Englewood Cliffs, NJ: Prentice-Hall.
7. Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice-Hall Regents.
8. Byrnes, H. (1984). The role of listening comprehension: A theoretical base. Foreign Language Annals, 17(4), 317-329.
9. Cambourne, B. (1981). Oral and written relationships: A reading perspective. In B. M. Kroll, & R. J. Vann (Eds) Exploring speaking-writing relationships: Connections and contrasts. (pp. 82-98). Urbana, IL: NCTE.
10. Carson, J., Chase, N., & Gibson, S. (1993). Academic demands of the undergraduate curriculum: What students need. Atlanta, GA: Center for the Study of Adult Literacy, Georgia State University.
11. Casazza, M. E. (1993). Using a model of direct instruction to teach summary writing in a college reading class. Journal of Reading, 37(3), 202-208.
12. Chaudron, C. (1995). Academic listening. In D. Mendelsohn, & J. Rubin (Eds), A guide for the teaching of second language listening (pp. 74-96). San Diego, CA: Dominie Press.
13. Dudley-Evans, T. (1994). Variations in the discourse patterns favoured by different disciplines and their pedagogical implications. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 146-158). New York: Cambridge University Press.
14. Dunkel, P. (1991). Listening in the native and second/foreign language: Toward an integration of research and practice. TESOL Quarterly, 25(3), 431-457.
15. Dunkel, P., & Lim P. (1994). Intermediate listening comprehension, 2nd edition. Boston: Heinle and Heinle.
16. Dunkel, P., Pialorsi, F., & Kozyrez, J. (in press). Advanced listening comprehension, 2nd edition. Boston: Heinle and Heinle.
17. Flowerdew, J. (Ed.). (1994a). Academic listening: Research perspectives. New York: Cambridge University Press.
18. Flowerdew, J. (1994b). Research relevance to second language lecture comprehension - an overview. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 7-29). New York: Cambridge University Press.
19. Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406.
20. Gunderson, L. (1987). ESL students and content reading. TESL Canada Journal, 4(1), 49-53.
21. Heath, S. B. (1982). Protean shapes in literacy events: Ever-shifting oral and literate traditions. In D. Tannen (Ed.), Spoken and written languages: Exploring orality and literacy (pp. 91-117). Norwood, NJ: Ablex.
22. Hillman, L. H. (1990). Reading at the university (EAP series). Boston, MA: Heinle and Heinle.
23. James, G. (1992). Interactive listening on campus: Authentic academic mini-lectures. Boston, MA: Heinle and Heinle.
24. Krueger, M., & Ryan, F. (Eds). (1993). Language and content: Discipline- and content-based approaches to language study. Lexington, MA: D.C. Hearth and Co.
25. Larsen-Freeman, D. (1991). Second language acquisition research: Staking out the territory. TESOL Quarterly, 25(2), 315-350.
26. Lebauer, R. S. (1988). Learn to listen; listen to learn: An advanced ESL/EFL kcture comprehension and note-taking textbook. Englewood Cliffs, NJ: Prentice Hall.
27. Levine, D., & Adelman, M. (1982). Beyond language: Intercultural communication for English as a second language. Englewood Cliffs, NJ: Prentice-Hall Regents.
28. Lim, P., & Smalzer, W. (1989). Noteworthy: Listening and note-taking skills. New York: Newbury House.
29. Long, D. (1989). Second language listening comprehension: A schema-theoretic perspective. Modern Language Journal, 73, 32-40.
30. Long, M., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-56.
31. Lund, R. J. (1991). A comparison of second language listening and reading comprehension. Modern Language Journal, 75(2), 196-204.
32. Lynch, T. (1994). Training lecturers for international audiences. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 269-289). New York: Cambridge University Press.
33. Mason, A. (1983). Understanding academic lectures. Englewood Cliffs, NJ: Prentice-Hall.
34. Mendelsohn, D. (1994). Learning to listen: A strategy-based approach for the second language learner. San Diego, CA: Dominie Press.
35. Morley, J. (1995). Academic listening comprehension instruction: Models, principles, and practices. In D. Mendelsohn & J. Rubin (Eds), A Guide for the teaching of second language listening (pp. 186-221). San Diego, CA: Dominie Press.
36. Murphy, J. M. (1989). Listening in a second language: Hermeneutics and inner speech. TESL Canada Journal. 6(2), 7-44.
37. Murphy, J. M. (1992a). From caterpillar to butterfly: Using modern technology within the current paradigm of ESL instruction. TESL Canada Journal, 9(2), 80-98.
38. Murphy, J. M. (1992b). Preparing ESL students for the basic speech course: Approach, design and procedure. English for Specific Purposes, 11(1), 51-70.
39. Murphy, J. M. (1995). Directed listening thinking activity. In D. Nunan (Ed.), New ways in teaching listening (pp. 106-110) Washington, DC: TESOL.
40. Myers, D. G. (1993). Exploring psychology (second edition). New York: Worth Publishers.
41. Nagel, S., & Sanders, S. (1986). Comprehension theory and second language pedagogy. TESOL Quarterly, 20(1), 9-26.
42. Nunan, D. (1991a). Communicative tasks and the language curriculum. TESOL Quarterly, 25(2), 279-295.
43. Nunan, D. (1991b). Language teaching methodology: A textbook for teachers. New York: Prentice-Hall.
44. Pakenham, K. (1994). Making connections: An interactive approach to academic reading. New York: St. Martin's Press.
45. Parry, K. J. (1991). Building a vocabulary through academic reading. TESOL Quarterly, 25(4), 629-653.
46. Rivers, W. M. (1986). Comprehension and production in interactive language teaching. Modern Language Journal, 70, 1-12.
47. Robertson, H. (1991). Bridge to college success: Intensive academic preparation for advanced students. Boston, MA: Heinle and Heinle.
48. Roguski, C., & Palmberg, E. (1990). Academic mini-lectures: A text for listening and note-taking practice. New York: Maxwell Macmillan.
49. Rost, M. (1990). Listening in language learning. London: Longman.
50. Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal. 78(2), 199-221.
51. Ruetten, M. (1986). Comprehending academic lectures. New York: MacMillan.
52. Sheen, R. (1994). A critical analysis of the advocacy of the task-based syllabus. TESOL Quarterly, 25(1), 127-151.
53. Shih, M. (1992). Beyond comprehension exercises in the ESL academic reading class. TESOL Quarterly, 26(2), 289-318.
54. Smith, F. (1975). Comprehension and learning: A conceptual framework. New York: Holt, Rinehart, and Winston.
55. Smith, F. (1990). To think. New York: Teachers College Press.
56. Snow, M. A., & Brinton, D. (Guest Eds). (1992, April). Special theme issue: Content-based instruction. CATESOL Journal. 5(1).
57. Tannen, D. (1982). The oral/literate continuum in discourse. In D. Tanned (Ed.). Spoken and written languages: Exploring orality and literacy (pp. 1-16). Norwood, NJ: Ablex.
58. Tannen, D. (1985). Relative focus on involvement in oral and written discourse. In D. R. Olson, N. Torrance, & A. Hildyard (Eds). Literacy language and learning (pp. 124-147). Cambridge: Cambridge University Press.
59. Teaching Company, The, (1994). Greatest lectures by America's superstar teachers. Springfield, VA: The Teaching Company.
60. Thompson, I. (1995). Assessment of second/foreign language listening comprehension. In D. Mendelsohn & J. Rubin (Eds), A guide for the teaching of second language listening (pp. 31-58). San Diego, CA: Dominie Press.
61. Wrigley, H. S. (1993). One size does not fit all: Educational perspectives and program practices in the U.S. TESOL Quarterly, 27(3), 449-465.
62. Zamel, V. (1992). Writing one's way into reading. TESOL Quarterly, 25(3), 463-485.